Author: Surajit Ghorai
DOI Link: https://doi.org/10.70798/PP/030210004
Abstract: Educational inequality continues to shape learning opportunities and outcomes across urban and rural settings, with the medium of instruction emerging as a critical yet often overlooked factor. This study investigates how language policies in education influence academic achievement, access to quality schooling, and longterm social mobility in contrasting geographical contexts. Using comparative evidence from urban and rural schools, the analysis explores how differences in linguistic environments intersect with socioeconomic conditions to either mitigate or exacerbate disparities.The findings indicate that urban students are generally better positioned to benefit from instruction delivered in dominant or global languages due to greater exposure, resource availability, and institutional support. In contrast, rural students—particularly those from linguistically diverse or marginalized communities—often encounter significant learning barriers when education is delivered in a non-native language. These barriers manifest in lower comprehension levels, reduced classroom participation, and higher dropout rates. The study also highlights the positive impact of mother-tongue instruction in early education, demonstrating improvements in literacy development, cognitive engagement, and overall academic confidence. However, limited teacher training, inadequate materials, and societal preferences for global languages complicate the implementation of inclusive language policies. The paper argues that balanced, context-responsive approaches—such as phased bilingual models—can help bridge urban–rural achievement gaps. By aligning linguistic inclusion with broader equity reforms, policymakers can promote more inclusive, effective, and socially just education systems.
Keywords: Educational Inequality, Medium Of Instruction, Urban Education, Rural Education, Bilingual Education.
Page No: 22-26